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CES Research Seminar Series

In the 2016-17 Academic Year, the CES Seminar Series and the CES Post-Graduate Seminar Series will merge to create a unified Education Research Seminar Programme.

Seminars will be held each Wednesday during term time, between 1pm and 2.30pm in room C1.11 (unless otherwise stated) and will alternate each week between an internal or external academic speaker and a talk by one of our Post Graduate students or an associate. All members of the university community are very welcome to attend the seminars.

The full schedule of talks for 2016-17 is available here with the next event advertised below with full details. In the meantime, should you have any questions please direct them to Helen Knight, Research Development Officer via h dot j dot knight at warwick dot ac dot uk

Forthcoming Seminars

'Changing Play? Young children, the artist and the gallery - who learns what?'

Dr Anton Franks (Centre for Education Studies, University of Warwick)

Date: Wednesday 17th May 2017

Time: 1 - 2.30pm

Where: C1.11/15 Social Sciences

This session draws from thoughts and notes on research in progress with Serpentine Galleries' (SG) education curators' World Without Walls programme, a programme made up of a series of community-based arts projects with children and young people in north Westminster. The focus will be on ‘Changing Play’, a project which is a collaboration between Serpentine Galleries, an early years children's centre and artist Albert Potrony, who was commissioned to work with nursery children. Albert has done work on participatory and collaborative installations. In this iteration of the project, Albert provided a range of scrap and building materials, PVC mirrors, torches and other bits and pieces for children to play with in the nursery's in- and outdoor spaces. Education curators worked with Albert as mediators and participants – what they wanted was to ‘let the children lead’. What lessons might there be for participatory arts projects? What implications might there be for people in education and schooling, and what available theories may be drawn from to illuminate the lessons from the findings?